Establish a Climate That Demonstrates Respect, Support, and Caring and That Does Not Tolerate Harassment or Bullying.
Students are more likely to feel connected to school if they
- believe that they are treated fairly,
- feel safe, and
- believe that teachers are supportive.
Students who think that their teachers are supportive of them are less likely to drink alcohol and are more likely to wear seat belts and bicycle helmets than are students who think that their teachers are not supportive. School personnel can work together with students and families to create a school climate that is supportive and productive for all students. Schools also can identify components of the school climate (e.g., sexual harassment) or physical environment (e.g., poorly lighted areas) that might contribute to injuries, violence, and victimization at school and make changes as appropriate. Students who are at increased risk for unintentional injury, violence, and suicide and students who represent the diverse population of the school could be offered the option to be included in solving problems and making decisions. School norms for teachers, staff members, and students can support positive, prosocial, helping behaviors and discourage bullying, discrimination, intimidation, violence, or aggression. For example, adult supervisors on playgrounds and in the hallways can express disapproval of pushing, shoving, or sexual harassment. In approximately three fourths of school shootings studied by the U.S. Secret Service, attackers told someone their plans before the attack. Schools can create a climate in which students feel comfortable reporting violations of policies or warning signs of violent or suicidal behavior.
Regardless of a child's ethnic, socioeconomic, religious, sexual orientation, or physical status, all children have a right to safety. When victimization through bullying, verbal abuse, and physical violence is prevalent in a school, the entire school community experiences the consequences. When abuse against a particular group is perceived as acceptable, intergroup hatreds can become established. Bullying is the repeated infliction or attempted infliction of injury, discomfort, or humiliation of a weaker student by one or more students with more power. Bullying is common in many U.S. schools. One out of ten (10.6%) U.S. students in grades 6 through 10 have reported being bullied, and 13% have reported bullying others.
Appearance and social status are two main determinants of being the victim of bullying. In surveys of students in grades 8 through 12, and 4 through 8, the highest ranked reasons for being bullied among both boys and girls was that the victim "didn't fit in". Students who are different from the majority of their classmates because of their race, ethnicity, sexual orientation, religion, or other personal characteristics are at increased risk for being bullied. Gay, lesbian, or bisexual students, and students perceived to be gay by their peers are often victims of repeated verbal abuse and physical assault. Students who are socially isolated and lack social skills also are likely to be victims of bullying. Students who are repeatedly victims of such abuse and assaults are at increased risk for mental health problems and suicidal ideation. Students who inflict such abuse suffer consequences as well. By middle childhood, the outcomes for extremely aggressive children include rejection by peers who behave better and academic failure; these outcomes set the foundation for delinquency in later childhood and adolescence.
Schools can establish high expectations for and encourage prosocial behaviors. The entire school, especially the principal and other school leaders, can commit to good behavior. Schools can set high expectations for faculty and staff members, who can be role models of prosocial behaviors when they interact with each other and students. For example, faculty can be respectful and polite in their dealings with custodial and other support staff and with students. The standards can apply to families and students as well. School events and routine conferences with parents provide opportunities to highlight and support standards. For example, fair play and nonviolence can be emphasized at school sporting events. Members of the school community who meet these standards can receive positive reinforcement for their behaviors.
